Co-Planning

Five Essential Practices to Integrate Curriculum and Instruction for English Learners
1. Auflage 2021
ISBN: 978-1-5443-6599-2
Verlag: Sage Publications

Buch, Englisch, 280 Seiten, Format (B × H): 216 mm x 277 mm, Gewicht: 798 g

Pool your collective wisdom in support of your English learners!

English Learners (ELs) and multilingual learners (MLs) have double the work of their English-speaking peers as they are required to master language and content simultaneously. To support this dynamic academic and language development process, all teachers need to have an understanding of language acquisition and EL/ML-specific methodologies along with offering social-emotional support to ELs/MLs and work in tandem with each other.

Bestselling authors Andrea Honigsfeld and Maria G. Dove have returned with this new resource that complements and expands on their previous titles on co-teaching and collaboration by addressing collaborative planning in greater depth. Co-planning is positioned as the first step toward integrative language and content instruction as regular and purposeful collaboration ensures that Els/MLs have access to core content.

Key features include:

• Practical, step-by-step guidance to starting and sustaining collaborative planning for integrated language, literacy, and social-emotional development

• An array of checklists, templates, and protocols for immediate implementation
• Snapshots from the Field provide real-life examples of co-planning in action
• Beautiful full-color design with original sketch notes to bring concepts to life
• QR codes that link to author interviews elaborating on key ideas

This substantial guide will assist novice and seasoned educators alike in their move away from isolated practices and help them engage in collaborative planning and professional dialogue about asset-based, best practices for ELs/MLs.

Autoren/Hrsg.

Honigsfeld, Andrea

Dove, Maria G

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

Chapter 1: Introduction
Why is There a Need for a Book on Collaborative Planning?
What is Collaborative Planning?
What are Some Requirements for Successful Collaborative Planning?
What is in This Book?
How is This Book Organized?
Where is the Evidence for Collaborative Planning?
Words of Caution
Collaborative Reflection Questions
Collaborative Action Steps
Chapter 2: Curriculum Development, Mapping, and Alignment for Integrated Instruction
Curriculum Perspectives
The Challenges of Standards-Based Curriculum
Developing Curriculum with ELs/MLs in Mind
Quality Curriculum for ELs/MLs
Types of Programs and Related Curricula
Integrated Curricula for ELs/MLs
Defining Integrated Instruction for ELs/MLs
Designing Integrated Curricula for ELs/MLs
A Deeper Dive into Developing Integrated Curricula for ELs/MLs
Prerequisites
Review, Revise, and Repeat
Tools of the Trade
Celebrations
Collaborative Reflection Questions
Chapter 3: Data-Informed Planning and Evidence-Based Instructional Decision Making
Learner Portraits
The Data-Informed Collaborative Planning Cycle
The Blueprint for Data-Informed Collaborative Planning
Tri-Part Approach to Assessment
Tools of the Trade
Celebrations
Collaborative Reflection Questions
Collaborative Action Steps
Chapter 4: Co-Planning Routines, Frameworks, and Protocols Overview
Defining Routines and Frameworks
General Tenets In Planning for Language Instruction
Collaborative Planning Frameworks
Instructional Frameworks
Understanding by Design
The Gradual Release of Responsibility (GRoR)
Universal Design for Learning (UDL)
Sheltered Instruction Observation Protocol (SIOP) Model
An Instructional Framework Using Multiple Lenses
Planning Content and Language/Literacy Integration
Planning Instruction Through Multiple Lenses
Routines
A Co-Planning Routine
Additional Co-Planning Routines
Planning with Instructional Routines in Mind
Increasing the Effectiveness of Collaborative Routines
Tools of the Trade
Celebrations
Collaborative Reflection Questions
Collaborative Action Steps
Chapter 5: Planning for Integrated Language and Literacy Development
Content and Language: What’s the Relationship?
Integrated Planning for Instruction
Planning for Academic Language on Three Dimensions
Suggestions for Planning Word-Level Academic Language Integration
Suggestions for Planning Sentence-Level Academic Language Integration
Suggestions for Planning Discourse-level Academic Language Integration
Multi-Dimensional Intentional Planning
Planning for Oracy and Literacy
Planning Across Levels of Literacy
Planning Across Literacy Roles
Planning for Language and Literacy Development Across Disciplines
Tools of the Trade
Celebrations
Collaborative Reflection Questions
Collaborative Action Steps
Chapter 6: Multidimensional Scaffolding for Rigor, Relevance, Relationships, and Research-Informed and Evidence-Based Best Practices (4 Rs)
Scaffolding Defined
Scaffolding Redefined for the 4 R’s
Scaffolding for Rigor
Scaffolding for Relevance
Scaffolding for Relationships
Scaffolding for Research-Informed and Evidence-Based Best Practices
Collaborative Planning with the 4 R’s
Unpacking the Nine Dimensions of Scaffolding
1. Instructional Scaffolding
2. Linguistic Scaffolding
3. Multimodal Scaffolding
4. Multisensory Scaffolding
5. Digital Scaffolding
6. Graphic Scaffolding
7. Collaborative Scaffolding
8. Social-Emotional Scaffolding
9. Environmental Scaffolding
Collaborative Planning Using the 9 Dimensions of Scaffolding
Tools of the Trade
Celebrations
Collaborative Reflection Questions
Collaborative Action Steps
References

Über Autor(innen)

Dove, Maria G
Maria G. Dove, Ed.D., is a Professor in the School of Education and Human Services at Molloy University, Rockville Centre, New York. She teaches preservice and inservice teachers about the research and best practices for implementing effective instruction for English learners, and she supports doctoral students in the Ed.D. program in Educational Leadership for Diverse Learning Communities. Before entering the field of higher education, she worked for over thirty years as an English-as-a-second-language teacher in public school settings (Grades K–12) and in adult English language programs in the greater New York City area. She frequently provides professional development for educators throughout the United States on the teaching of multilingual learners. She also serves as a mentor for new ESOL teachers as well as an instructional coach for general-education teachers and literacy specialists.
With Andrea Honigsfeld, she has coauthored multiple best-selling Corwin books, including Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K–5: English Language Arts Strategies (2013), and Common Core for the Not-So-Common Learner, Grades 6–12: English Language Arts Strategies (2013), Collaboration and Co-Teaching: A Leader’s Guide (2015), Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018). Along with other Corwin top-named authors, she co-authored Breaking Down the Wall: Essential shifts for English learner success (2020). In addition, she co-edited, Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and Co-Teaching for English Learners: Evidence-based practices and research-informed outcomes (2020) published by Information Age. With Audrey Cohan and Andrea Honigsfeld, she coauthored Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014) published by Corwin and Team up, speak up, fire up: Educators, students, and the community working together to support English learners (2020) published by ASCD.

Honigsfeld, Andrea
Andrea Honigsfeld, EdD, is a professor in the School of Education at Molloy College, Rockville Centre, New York. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5–8 and adult) and an English-as-a-second-language teacher in New York City (Grades K–3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John’s University, New York, where she conducted research on individualized instruction. She has published extensively on working with multilingual learners and teacher collaboration. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past 22 years, she has been presenting at conferences across the United States, China, Denmark, Japan, the Philippines, Sweden, Thailand, the United Kingdom, and the United Arab Emirates.
She coauthored Differentiated Instruction for At-Risk Students (2009) and coedited the five-volume Breaking the Mold of Education series (2010–2013), published by Rowman and Littlefield. She is also the coauthor of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K–5 and 6–12 (2014), Growing Language and Literacy (K-8 and 6-12, 2019, 2024 respectively) published by Heinemann. With Maria G. Dove, she coedited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012), Co-teaching for English Learners: Evidence-based Practices and Research-informed Outcomes (2020), Portraits of collaboration: Educators working together to support multilingual learners (2022), and coauthored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K–5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6–12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader’s Guide (2015), Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), and Co-Planning: 5 Essential Practices to Integrate Curriculum and Instruction for English Learners (2022). She is a contributing author of Breaking Down the Wall: Essential Shifts for English Learner Success (2020), From Equity Insights to Action (2021), Digital-Age Teaching for English Learners (2022), Collaboration and Co-teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity (2023), Breaking Down the Monolingual Wall: Essential Shifts for Multilingual Learners’ Success (2024). Collaboration for Multilingual Learners with Exceptionalities: We Share the Students (2024), Collaborative Assessment for Multilingual Learners and Teachers: Pathways to Partnerships (2025), 9 Dimensions of Scaffolding for Multilingual Learners. Ten of her Corwin books are bestsellers.